Welcome to Ruby Class
Ruby Class is taught by Miss Williams with the support of Mrs Brown, Mrs Newell and Miss Taylor.
Ruby Class is taught by Miss Williams with the support of Mrs Brown, Mrs Newell and Miss Taylor.
Ruby Class Gallery 2020 - 2021
Dates for diaries:
P.E. is now on a Tuesday, please send your child to school in their P.E. kit.
P.E. is now on a Tuesday, please send your child to school in their P.E. kit.
Curriculum maps
EARLY YEARS FOUNDATION STAGE CURRICULUM
At first glance, it can appear that the children are ‘only playing’ whilst in the Foundation Stage. However, the best Early Years Education is based on the understanding that whilst children are playing, they are learning. During the day there will be a mixture of adult initiated, child initiated and adult led activities as well as whole class, small group and individual activities.
The Early Years Foundation Stage (EYFS) is based on four themes and seven areas of learning. You can find out more about these in the Department for Education (DFE) EYFS website
https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2
The four themes are:
The Unique Child Positive Relationships Enabling Environments Learning and Development
The Early Years Foundation Stage (EYFS) is based on four themes and seven areas of learning. You can find out more about these in the Department for Education (DFE) EYFS website
https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2
The four themes are:
The Unique Child Positive Relationships Enabling Environments Learning and Development
The Reception class provides a broad and balanced curriculum which embraces the seven areas of learning in the Early Years Foundation Stage. In Reception we focus on the development of the individual child and, during your child’s time in Ruby class, he or she will experience a great variety of activities based on these seven areas of learning through structured activities and carefully planned play:
The Foundation Stage consists of 7 areas of development, three prime and four specific.
Children should mostly develop the three prime areas first:
The Foundation Stage consists of 7 areas of development, three prime and four specific.
Children should mostly develop the three prime areas first:
The prime areas are the most essential for a child’s healthy development and future learning.
As children grow these prime areas will help them to develop skills in four specific areas:
As children grow these prime areas will help them to develop skills in four specific areas:
Children in the Early Years learn in both our indoor and outdoor areas through: playing and exploring, being active and through creative and critical thinking.
Characteristics of Effective Learning
The Characteristics of Effective Learning and the prime and specific areas of learning are all interconnected. They should also underpin everything that practitioners offer in the environment. The characteristics describe how a child learns.
When children are left to explore a stimulating learning environment on their own, they will learn through playing and exploring. However, this is not enough. Children need support from a skilful practitioner, who has the knowledge of when to intervene and give guidance. This support will help children make significant progress in their learning. Practitioners must not push children; they must look closely at their emotional and intellectual abilities and find out what they can do. When planning activities or experiences practitioner’s must remember the different ways in which children learn and reflect these in practice.
· Playing and exploring
· Active learning
· Creating and thinking critically
The Characteristics of Effective Learning and the prime and specific areas of learning are all interconnected. They should also underpin everything that practitioners offer in the environment. The characteristics describe how a child learns.
When children are left to explore a stimulating learning environment on their own, they will learn through playing and exploring. However, this is not enough. Children need support from a skilful practitioner, who has the knowledge of when to intervene and give guidance. This support will help children make significant progress in their learning. Practitioners must not push children; they must look closely at their emotional and intellectual abilities and find out what they can do. When planning activities or experiences practitioner’s must remember the different ways in which children learn and reflect these in practice.
· Playing and exploring
· Active learning
· Creating and thinking critically
Our Ethos
A Safe and Secure Place to Learn: Clear boundaries and rules are explored with the children so they understand why they are in place promoting confidence and security.
The Adults: The staff are facilitators for learning, where adults and children learn alongside each other. Adults listen to children and work together.
Parents as Partners: We understand the importance of parents in their role as prime educators and work with parents to build on home experiences to help facilitate learning. We hold information/teaching session so that parents can understand our strategies and policies.
A Safe and Secure Place to Learn: Clear boundaries and rules are explored with the children so they understand why they are in place promoting confidence and security.
The Adults: The staff are facilitators for learning, where adults and children learn alongside each other. Adults listen to children and work together.
Parents as Partners: We understand the importance of parents in their role as prime educators and work with parents to build on home experiences to help facilitate learning. We hold information/teaching session so that parents can understand our strategies and policies.
